Linguagem e discurso: a constituição de autoria pela contrapalavra

Abstract

The present investigation aimed to analyze the constitution of authorship of the discourse written by the counterword in a 5th grade class of Elementary School. Thus, it was problematized: what is the role of the word other for the constitution of the word itself? What is the role of the other and of writing in the formation of the author? This is a qualitative research (BAUER; GASKEL 2002), with an analytical-discursive basis (BAKHTIN, 2011). Different strategies and instruments were used to collect the data: 1) Self-observation; 2) observations and participation in classes; 3) recordings and transcriptions of discursive eventicities between students, as well as between students and the research teacher; and 4) notes on interventions in textual production practices. We sought to anchor it in the dialogic theory of Mikhail Bakhtin and the Circle for data analysis. And, based on this idea, we tried to theorize other ideas, from the dialogical perspective of language in the construction of being in an event. This interaction of dialogical voices resulted in theoretical enrichment to approach the categories of analysis: discursive incompleteness; framing; counterword; the third subject of the discourse; exotopia and the formation of the subject (BAKHTIN, 2011). In theory, the incompleteness and framing of the discursivity generate the counterword, through which the subject understands the utterance and responds actively, developing authorship. The other assumes a significant place in the re-elaboration of meanings through the practice of taking and returning the word, which allows the reorganization of the author's ideas. In an excess view, the other has a relevant role and determines the uninterrupted chain of other people's discourse.